The Art of Teaching and Learning - Part II

(Lecture given in Buenos Aires, August 19th, 1948 by Carlos Bernardo Gonzalez Pecotche*)

There is a great difference between the art of teaching and the art of learning although both are intimately linked...

In presenting its teachings, Logosophy reveals the existence of an immense field, yet unknown to man, and in which he must penetrate. It also reveals that as he penetrates this immensity, which is Wisdom, that is, as he learns to do so, he can also teach. The reason is that the art of teaching consists of starting to teach oneself first, or said another way, as the person learns, he applies the cognition to himself and by teaching himself, he is able to teach others, later, in an efficient manner.

In the beginning, we said that the art of teaching is very different from the art of learning. In fact, when dealing with transcendental cognition, which is the guide for self-improvement, one cannot teach what one knows if the confidence, in having this knowledge, does not show through one's conduct. This guarantees proof of knowledge. It is precisely on that point that the art of teaching begins to present difficulties as it is not a question of transmitting teaching or showing that one knows this or that thing; he who does so becomes a mere vehicle of repetition of the teaching, a robot, and his task would lack efficiency. It would be quite different, when the conduct of the person who teaches confirms his words and relevant qualities are perceived in him; it would also be different when, he who listens and learns, develops the ability to assimilate; only then, would the one who learns truly learns and he who teaches does so consciously.

A teaching can be well or badly transmitted by he who teaches but the fact of transmitting badly does not imply ill intention or bad will; often, it is transmitted erroneously because one did not understand it well, has not lived it, and has not incorporated it within himself. Clearly, he who does that reveals his lack of control over the teaching since if he had this control he would never forget it; he would then become like the person who, possessing a formula, could reproduce its content at any moment. He who forgets the teaching shows that he was not conscious of it and for this reason reverts back to the same position as he who learns. These are the peculiarities of the art of teaching and the art of learning and must be carefully remembered at all times.

When one learns to cultivate these arts, one must situate oneself in the most generous position, that is, to learn without meanness, to learn with the aim of knowing how to give and to know how to teach, without the egotistical objective of becoming the sole and exclusive beneficiary which, in the final analysis, is the negation of knowledge.

This is why the Logosophical Wisdom offers generously, to those who will later know how to teach, all the details that are commonly overlooked and which later hinder man's understanding.

The person who learns generously teaches generously; but he should never exceed himself in his generosity, by pretending to teach before having learned... 


*Excerpt from the book "An Introduction to Logosophical Cognition" originally published in Spanish. Free Translation


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